1. TRANSITIONING TO NGSS: FROM CONCLUSION WRITING TO ARGUING FROM EVIDENCE Day 3 Michael Brown Regional Science Coordinator ESD 105

2. GOALS  I understand an instructional model for engaging students in argument from evidence to colleagues.  I can employ strategies that will equitably engage all students in argumentation from evidence.  I understand how engaging in argumentation from evidence connects WA Conclusion Assessment Items with the Next Generation Science Standards.  I can craft a specific prompt that will help my students understand how to respond to a WA 2009 Conclusion assessment item.

3. OVERVIEW OF THE SERIES  Session 1: Focus on an instructional strategy for Engaging in Argument from Evidence. Craft a curriculum-specific prompt. Practice with scoring items using the state 2-point rubric.  Session 2: Score and analyze student work. Deepening pedagogical content knowledge for Engaging in Argument from Evidence with emphasis on discourse and writing scaffolds.  Session 3: Score and analyze student work. Creating CCSS ELA connections. Highlight equitable teaching practices. Optimize prompts for teacher’s materials.

4. AGENDA-TODAY’S JOURNEY Morning  Scoring Student Work  Supporting Student Reasoning through Discourse Afternoon  Comparing Constructing Explanations to Engaging in Argument From Evidence  Integrating Constructing Explanations and Argumentation into Instructional Practice

5. SCORING: LET’S CHECK OUR “CALIBRATION”

6. SCORING STUDENT WORK 1. Use the WA rubric to score your student work. 2. Record students’ scores on the “Class record sheet Conclusion Item” 3. Record any notes or thoughts about individual students’ performance in this task. 60 min

7. SCORING: HOW DID YOUR STUDENTS DO?

8. BREAK!

9. REFLECTING ON STUDENT RESPONSES  What changes do you observe in your students’ responses?  Where did you see evidence of reasoning in your student’s responses?

10. REFLECTING ON YOUR PRACTICE  What were some specific strategies that you tried, that you think helped students?  Based on your examination of the student work, how might you adjust your instruction to improve future performance?

11. TRANSITIONING TO THE NGSS Picture from Journal of A Learner, used without modification as per Terms of Creative Commons LicenseJournal of A Learner

12. WHAT’S DIFFERENT ABOUT NGSS? Physicist Helen Quinn talks the NGSS.  http://youtu.be/73bfNiTxjSw http://youtu.be/73bfNiTxjSw

13. TRANSITIONING TO THE NGSS: SUPPORTING STUDENT DISCOURSE How can having students talk about their science ideas support their ability to construct explanations? Picture by Jacob Chinn/BASIS Schools, used without modification as per Terms of Creative Commons License

14. Reserve this place for TFAST video #1

15. TRANSITIONING TO THE NGSS: SUPPORTING STUDENT DISCOURSE What did you observe about Giovanni’s initial explanation compared to his description later? What scaffolds or supports were present to help Giovanni describe the phenomena? What did the interviewer do to help Giovanni clarify his ideas?

16. TRANSITIONING TO THE NGSS: SUPPORTING CLASSROOM DISCOURSE What do students need to be able to have successful student-student discussion habits? Picture from Learn NC used without modification as per Terms of Creative Commons LicenseLearn NC

17. Reserve this place for TFAST video #2

18. TRANSITIONING TO THE NGSS: SUPPORTING CLASSROOM DISCOURSE What did you notice about how students were talking to each other? What kinds of opportunities were students provided to talk about their ideas? What scaffolds or routines were present in the classroom to support student to student conversations about sound waves?

19. TRANSITIONING TO THE NGSS: SUPPORTING CLASSROOM DISCOURSE What can we do to help students talk about their science ideas? Photo by Steve Silberman, used without modification as per Terms of Creative Commons License

20. Let’s think about how we can use classroom talk to support rigorous science learning! SUPPORTING CLASSROOM DISCOURSE: TEACHER QUESTIONING STRATEGIES

21. SCAFFOLDING STUDENT TO STUDENT DISCOURSE: TALK NORMS

22. SCAFFOLDING STUDENT TO STUDENT DISCOURSE: CONVERSATION STARTERS

23. LUNCH! WE RECONVENE AT 12:40!

24. SCIENCE AND ENGINEERING PRACTICES 1.Asking Questions(for science) and defining problems (for engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations and designing solutions. 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information

25. COMPARING CONSTRUCTING EXPLANATIONS AND ENGAGING IN ARGUMENT FROM EVIDENCE: INITIAL IDEAS Record your initial ideas about Practices #6 and 7

26. Focus Explore Reflect Apply COMPARING CONSTRUCTING EXPLANATIONS AND ENGAGING IN ARGUMENT FROM EVIDENCE: INITIAL IDEAS The Learning Cycle

27. COMPARING CONSTRUCTING SCIENTIFIC EXPLANATIONS AND ENGAGING IN ARGUMENT FROM EVIDENCE As you read, annotate the text with the following: √ = Got it. I know or understand this ! = This is really important information ? = I’d like clarification or elaboration of this material

28. READ, WALK, AND TALK 1.When you finish, choose a walking partner. 2.Take a 10 minute walk. 3.Each walking partner talks for 5 minutes about the article. 4.Incorporate a break into your walk. 5.Be prepared to share your ! or ? when you return. Copyright john spivey and licensed for reuse under this Creative Commons Licencejohn spiveyreuseCreative Commons Licence

29. WE RESUME AT ……

30. COMPARING CONSTRUCTING SCIENTIFIC EXPLANATIONS AND ENGAGING IN ARGUMENT FROM EVIDENCE Compare and contrast the two “Condensed Practices” with an elbow buddy  What does the student do in each practice?  What should the teacher do? Add or revise information on your “Comparing” document.

31. GIVE ONE - GET ONE 1. On a post-it note, respond to the following: What is one key difference you can see between these two Science and Engineering Practices? 2. Take your card and find some one in the room; share your information and then exchange cards. NOTE: you leave with your partner’s card 3. Find another person to share with. 4. After two or three exchanges, return to your table group and share information on your last card. 5. Table groups will compare cards to identify themes and patterns.

32. REVISING INITIAL EXPLANATIONS/ CREATING A PUBLIC REPRESENTATION OF YOUR THINKING  Review the ideas you have on your “Comparing” sheet  With your table mates, create a “Box and T Chart” as a visual representation of your current thinking.

33. CONSTRUCTING SCIENTIFIC EXPLANATIONS AND ENGAGING IN ARGUMENT FROM EVIDENCE CHART YOUR IDEAS – BOX AND T Engaging in Argument From Evidence Constructing Explanations What do Teachers do? What do Students do? When do these occur in the Learning Cycle/ Five E Model? What do they have in common?

34. GALLERY WALK  Display your Box & T chart and take a “Gallery Walk”.  Look for patterns in the displayed information about the two practices.

35. FINAL REFLECTION  What patterns of information did you notice on the Box & T charts?  What ideas are your considering for your classroom?

36. GOALS  I understand an instructional model for engaging students in argument from evidence to colleagues.  I can employ strategies that will equitably engage all students in argumentation from evidence.  I understand how engaging in argumentation from evidence connects WA Conclusion Assessment Items with the Next Generation Science Standards.  I can craft a specific prompt that will help my students understand how to respond to a WA 2009 Conclusion assessment item.

37. EVALUATION Survey Item Clarifications: Question #4: Date of Workshop: March 6, 2015 Question #6: Choose: Transitioning to the NGSS – Day 3 Question #8: You may choose N/A for outcomes that do not apply to this event. Thank you! AESD Science Professional Development Reflection Survey Link: http://tinyurl.com/SciencePDReflection

38. TRANSITIONING TO NGSS: FROM CONCLUSION WRITING TO ARGUING FROM EVIDENCE Session 2 Michael Brown Regional Science Coordinator ESD 105

39. STAGES OF THE ‘GENERATE AN ARGUMENT’ INSTRUCTIONAL STRATEGY 1. Teacher Identifies the Task and Question2. Generate a Tentative Argument3. Argumentation Session4. The Reflective Discussion5. Final Written Argument

40. GUPPIES! Why do guppies sometimes look different?

41. MODEL- BASED INQUIR Y Big Idea: The relationship between biotic and abiotic factors of an ecosystem impacting natural selection & heredity in a species. Overarching Unit Question: Why do guppies sometime look different? Start and End Here: Big Idea & Overarching Question

42. Elicit students’ ideas, language, everyday experiences you can build on MODEL- BASED INQUIR Y Big Idea: The relationship between biotic and abiotic factors of an ecosystem impacting natural selection & heredity in a species. Overarching Unit Question: Why do guppies sometime look different?

43. Supporting Student Sense-Making over the course of a unit. All the activities, labs, readings, etc. within the unit of instruction that help explain the natural phenomena. Elicit students’ ideas, language, everyday experiences you can build on Big Idea: The relationship between biotic and abiotic factors of an ecosystem impacting natural selection & heredity in a species. Overarching Unit Question: Why do guppies sometime look different?

44. Press for evidence- based explanation. MODEL- BASED INQUIR Y Engage Students in Arguing from Evidence through Claims, Evidence Reasoning Support Student Sense-Making over the course of a unit. All the activities, labs, readings, etc. within the unit of instruction that help explain the natural phenomena. Elicit students’ ideas, language, and everyday experiences you can build on Big Idea: The relationship between biotic and abiotic factors of an ecosystem impacting natural selection & heredity in a species. Overarching Unit Question/Natural Phenomena: Why do guppies sometime look different?